Contoh Makalah Bahasa Inggris Terbaru ~ MBI

Contoh Makalah Bahasa Inggris Terbaru - Sedang mempelajari tentang Bahasa Inggris? Menarik memang bila kita mengupas tentang bahasa yang satu ini, karena bahasa inggris merupakan bahasa Internasional, hingga siapapun tertarik untuk mempelajarinya. Nah dikesempatan yang indah ini Mentor Bahasa Inggris akan coba mengupas mengenai "Contoh Makalah Bahasa Inggris Terbaru" yang mungkin saja saat ini sedang Anda cari.

Namun sebelum kita masuk ke pembahasan, ada baiknya saya menyapa sobat pembaca semuanya. Bagaimana kabar kalian? Semoga sehat dan bahagia selalu. Kami ucapkan selamat datang di situs Mentor Bahasa Inggris. Sebuah situs sederhana yang menyediakan informasi gratis untuk siapapun yang ingin mempelajari bahasa inggris secara lebih serius. Nah, langsung ke pembahasannya saja yuk?.

Uraian Lengkap Contoh Makalah Bahasa Inggris Terbaru

Di bawah ini saya berikan sebuah contoh makalah bahasa inggris yang berjudul “ An Analysis of Error Made By The Second Grade Students of SMA Negeri 1 Raman Utara” sebagai referensi bagi anda yang berencana membuat sebuah makalah berbahasa inggris.

 

Contoh Makalah Bahasa Inggris Terbaru

 

AN ANALYSIS OF ERROR MADE BY THE SECOND GRADE STUDENTS OF

SMA NEGERI 1 RAMAN UTARA

By:

Meta Listina Muharrami

(0913042107)

ENGLISH EDUCATION DEPARTEMENT

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITY OF LAMPUNG

 

CHAPTER 1

INTRODUCTION

            1.1  Background of Problem

Making error is the most natural thing in the world and it is evidently attached to human being. In the teaching-learning process, most of the students making error in writen or sound productions. Students will experience errors because it is a process in order to master second language. The teacher have to help them in solving their problem and improving their ability.

According to Lennon (1991) an error is a linguistics form or combination of forms which in the same context and under similiar conditions of production would, in all likehood, not be produced by the speakers’ native speakers counterparts”.

Because of this problem, the teacher should do error analysis in order to know what are the most common errors produce by the students. It will make easy for the teacher to guide each of the students in mastering second language.

1.2 Objective of the Research

1. To find what are the most common errors produce by the students in writing recount text

2. To describe the type of the student’s errors in writing recount text based on surface strategy taxonomies.

3. To describe the type of student’s errors in writing recount text based on communicative effect taxonomies.

           1.3  Procedures

1.                  Subject

There are 5 persons as the samples in this research. They are the students of XI sains 1 class in SMA N 1 Raman Utara. The age is about sixteenth years old. Their initial are A, B, C, D, E. Among them there are

             Instrument

The instrument used in this research is written test. The reasearch was held in SMA N 1 Raman Utara.

 

            Data Analysis

The data will be analyzed based on surface startegy taxonomy. There are some categories, deletion, addition, substitution, and misordering The table below is the example of table for analizying the error that made by the students.

No.	The Error Sentence	The Types of Error	The Right Sentence
1.
2.
3.
4.
5.
6.

CHAPTER 2

FRAME OF THEORIES

2.1 Concept of Error

As we know, Making error is the most natural thing in the world and it is evidently attached to human being. But, there are different definitions of the errors. Accirding to George (1972) learners make errors in both comprehension and production. Children learning their first language  (L1), adult native speakers, second language learners they all make errors which have different name according to the group committin the error. Children’s error have been seen as “transitional forms”, the native speaker’s one are called “slips of the tongue” and the second language (L2) errors are considered “unwanted forms”.

Brown (1980:166) states that error analysis is the fact that the learners do make errors and that these errors can be observed, analyzed and classified to reveal something of the system operating within the errors led to a surge of the learners’ errors called error analysis. Based on Brown’s statement, it can be concluded that error analysis is technique for analyzing and classifying about students’ error.  Corder (1981:89) states that there are two functions of Error Analysis, they are to investigate the language learning process and to show whether it necessary for the teacher to have remedial teaching or not.

2.2 Types of Error

Dullay, Burt , Krasen (1982: 151) classify the types of error based on surface strategy t taxonomy :

1. Deletion

This error is characterized by the absence of an item that must appear in well-formed utterance. Although any morphemes or words in a sentences are potential candidates for deletion, some type of morphemes carry the bulk of referential meaning of a sentence, noun, verb, adjective and adverb.

For examples:

I singing a song                                      à  I am singing a song

She is most beautiful girl in the class        àShe is the most beautiful girl in the class

2. Addition

This kind of error is characterized by the presence of an item which must not appear in well-formed utterance. Here are the examples of those errors:

I can to help you                                      à I can help you

Tia is cook in the kitchen                          à Tia cooks in the kitchen

3. Misordering Error

This kind of error is characterized by the incorrect placement of the morphemes in an utterance, for examples:

I don’t know who are you                        à  I don’t know who you are

Always she comes late                              à She always comes late

4.      Substitution

This error is charcterized by the use of the wrong pronoun. For example:

My mother is cooking. He cooks noodle    à My mother is cooking. She cooks noodle

I know they                                               à I know them

[sc:kodeadsense]

CHAPTER 3

DISCUSSION

            3.1. Result

The data of the research will be analyzed in order to know what are the errors made by the students of X1 sains 1 of SMA N 1 Raman Utara in writing recount text and narrative text. The sample are 6 persons that take randomly. In this research, the students were asked to write their experience. Here are the result of of the students’ works : (the real works are attached in appendix).

Student A

Point in time go to school I and friend see are children fall from bicycle. We very afraid because this children wound and people’s assist. But we near slow to school. However we not slow to school, and we very happy because not slow to school. This is my ugly experience.

Student B

I have some good experience, but in this moment, I will tell about once of my experience. When I was in the X grade, I ever followed a GIS 6 championship in SMA N 3 Metro. At that time, I followed LCT. I followed it with my friends, Putri and Yuli and other students followed in other champion, for example hafidz, kaligrafi, and story telling. We went there by motorcycle from school. Some teachers accompanied us. Arrived there, we stay in basecamp and in the evening,the championship was started. I,Putri, and Yuli got number five. After we followed LCT at first day, we were in semi final. The next day, we started to follow LCT again. But,we were lose. We were very sad. Other students from our school that followed other champion were lose too. Although we felt sad, but we also felt happy because this is our new experience. I felt very happy too because I can followed inter Lampung championship.

Student C

The little I ever at to invite family in Jakarta.I to depart at day Sunday by to ascend car. Time I at journey I to halt for breakfas. Then I to continue more journey the Jakarta.Arrive her at Jakarta us to spend the night at hotel. Then us the Tanggupan Perahu done that us Ancol.Done from Ancol us to call at the mol for cost. Then us all ready to go home the house us at Lampung.

Student D

)5.00 a.m., I am get up, then I am sweeping, after that am take a bath. 06.30 a.m. I am go to school and 14.00 p.m. I am back to house, then I am break. After that sweeping 18.00 p.m. I am prayer, after that study, hen I am watching TV, after finish prayer and 21.00 p.m. I am sleeping.

Student E

Every day I’m get up with at 05.15 a.m. yhen to clean up room. At 05.20 a.m. I’m sholat then bath. With at 06.35 a.m. I’m breakfast then I’m go to school. With at 07.15 a.m. – 02.00 p.m. I’m school. Thenwith at 02.30 p.m.I’m back to home then lunch then sleep or wact tv. At 03.30 p.m. I cokking then at 05.15 p.m.I’m bath. At 06.00 p.m. dinner then sholat. At 06.50 p.m.study and at 08.30 p.m. I’m sleeping.

            3.2.Discussion

Student A

No.	The Error Sentence	The Types of Error	The Right Sentence
1.	Go to school I and friend	Missordering	My friend and I ago to school
2.	See are children fall from bicycle	Addition	See children fall from bicycle
3.	We very afraid	Deletion	We are very afraid
4.	People’s assist	Addition	People assist
5.	But we near slow to school	Misformation	But, we are not far from school
6.	However we not slow to school	Misformation	However we are not far from school
7.	We very happy	Deletion	We are very happy
8.	Because not to slow to school.	Misformation	Because we didn’t come late to school

Student B

No.	The Error Sentence	The Types of Error	The Right Sentence
1.	I have some good experience	Deletion	I have some good experiences
2.	I ever followed as GIS 6championship in SMA N 3 Metro.	Deletion	I have ever been followed at GIS 6 championship in SMA N 3 Metro
3.	And other students followed in other champion	Deletion	And other students followed in other champions
4.	We stay in basecamp	Deletion	We stayedin basecamp
5.	I, Putri and Yuli got number five	Misordering	Putri, Yuli, and I got number five
6.	We were lose	Addition	We lose
7.	Other students from our school that followed other champion were lose too	Addition	Other students from our school that followd other champion lose too
8..	Although we felt sad, but we also felt happy	Addition	Although we felt sad, we also felt happy
4.	I felt very happy too because  can followed inter Lampung championship	Addition	I felt very happy too because can follow inter Lampung championship

Student C

No.	The Error Sentence	The type of Error	The Right Sentence
1.	The little I ever at to invite familiy in Jakarta	Addition	I have ever been invite family in Jakarta
2.	I to depart at day Sunday by to ascend car	Addition	I depart at Sunday by car
3.	Time at journey I to halt for breakfas	Global Error	I went to halt for having breakfast
4’	Then I to continue more journey	Addition	Then I continue the journey
5.	I to continue journey the Jakarta	Misordering	I continued journey to the Jakarta
6.	Arrive at her at Jakarta us to spend the night at hotel	Global error	We spent the night at hotel after arrived at Jakarta
7.	Then us the Tangkuban perahu done that us Ancol	Global error	Then we went to Tangkuban Perahu after that we went to Ancol
8.	Done from Ancol us to call at the mol for cost	Global error	After we went to Ancol, we went to the mall for shopping
9.	Then us all ready to go home the house us at Lampung	Global Error	Then all of us were ready to go home

Student D

No.	The Error Sentence	The Type of Error	The Right Sentence
1.	I am get up	Addition	I get up
2.	I am sweeping	Addition	I sweep
3.	Am take a bath	Deletion	I am take a bath
4.	I am go to school	Addition	I go to school
5.	I am prayer	Addition	I prayed
6.	After that study	Deletion	After that I study
7.	Then I am watching TV	Addition	Then I watch TV
8.	After finish prayer	Deletion	After finish I pray
9.	I am sleeping	Addition	I sleep

Student E

No.	The Error Sentence	The Type of Error	The Right Sentence
1.	Every day I’m get up with at 05.15 a.m.	Addition	Every day I get up at 05.15 a.m.
2.	Then to clean up room	Addition	Then clean up the room
3.	At 05.20 a.m. I’m sholat	Addition	At 05.20 a.m. I pray
4.	Then bath	Deletion	Then I take a bath
5.	With at 07.15 a.m.-02.00 p.m. I’m school	Addition	At 07.15 a.m. – 02.00 p.m I go to school
6.	Then with at 02.30 p.m. I’m back to home	Addition	Then at 02.30 p.m. I back to home
7.	Then lunch	Deletion	Then I have lunch
8.	Then sleep or watc tv	Deletion	Then I sleep or watch tv
9.	At 03.30 p.m. I cokking	Addition	At 03.30 p.m. I cook
10.	Then at 05.15 p.m. I’m bath		Then at 05.15 p.m. I take a bath
11.	At 06.00 p.m. dinner then sholat	Deletion	At 06.00 p.m. I have dinner then sholat
12.	At 06.50 p.m. study	Deletion	At 06.50 p.m. I study
13.	At 08.30 p.m. I’m sleeping	Addition	At 08.30 p.m. I sleep

CHAPTER 4

CONCLUSION

            Based on the data analysis, the writer conclude :

1.      The most common error that made by the students are deletion and addition.

2.      The cause is because less of exercise and lack of knowledge about their second language

3.      Error analysis can help the teacher for guiding the students in mastering second language.

           

REFERENCES

Kiparsky.1973. Idiosyncratic Dialect and Error Analysis. Oxford University Press.London

Krashen, Stephen and Burt Marina and Dulay Heidi.1982. Language Two. Oxford University Press. New York

http ://https://ift.tt/fGySBNw

http ://https://ift.tt/FtX01Pz

Semoga contoh makalah bahasa inggris yang saya berikan diatas dapat anda gunakan dan bermanfaat bagi anda semua.

Itulah ulasan tentang Contoh Makalah Bahasa Inggris Terbaru yang bisa kami sampaikan untuk Anda semuanya. Harapan kami uraian diatas bisa menambah wawasan untuk kita semua, terlebih untuk Anda yang saat ini sedang mencarinya. Kami ucapkan terima kasih karena sudah menyempatkan waktu mampir ke situs mentorbahasainggris. blogspot. com dan membaca ulasan diatas hingga selesai. Sampai jumpa di pembahasan kami selanjutnya dan jangan lupa bahagia.

ARTIKEL PILIHAN PEMBACA :

Memuat...

Share :